CHALLENGES AND POTENTIALITIES OF TEACHING PRACTICE IN THE FACE OF ASSESSMENTS IN THE TEACHING OF READING AND WRITING: AN ANALYSIS FROM THE PERSPECTIVE OF HISTORICAL-CRITICAL THEORY
Keywords:
Assessments, Teaching, Reading and Writing, Historical-Critical TheoryAbstract
The present study addresses Historical-Critical Pedagogy (HCP) as a theoretical and methodological approach grounded in Historical-Dialectical Materialism, which proposes education as a means of full human development, emphasizing intentional and systematic mediation between scientific knowledge and the student’s reality. The study conducts a systematic review of recent Brazilian literature (2015–2025) to identify the challenges and contributions of HCP in the assessment of reading and writing learning in the early years of Elementary Education. The analysis shows that the appropriation of written language depends on organized and intentional pedagogical mediation, in which the teacher must know the contents already assimilated and those to be developed, promoting interactions among students to foster learning. The research reinforces the view that literacy is a culturally mediated social practice, and that assessment should be diagnostic and integrative within the educational process, aligned with the principles of Historical-Critical Pedagogy. Furthermore, it highlights the limitations of teaching materials and superficial practices, advocating for the systematic teaching of the grapheme-phoneme relationship and critical teacher education. It also emphasizes the influence of social and economic conditions on students’ performance, requiring contextualized educational interventions. The study concludes that literacy should promote critical thinking and citizenship, going beyond the technical mastery of reading and writing.
